Note : Les descriptions sont présentées dans la langue officielle dans laquelle elles ont été soumises.
CA 02427786 2003-05-02
SYSTEM, METHOD AND COMPUTER PROGRAM FOR STUDENT
ASSESSMENT
FIELD OF INVENTION
The invention relates to computer-implemented student assessment methods and
in
particular to a system, method and computer program for student assessment.
BACKGROUND TO INVENTION
Often when students first enter school they are initially assessed by means of
a
standardised test intended to give the school or teacher some idea as to the
student's
understanding and competence in such areas as numeracy, oral language, and
emergent
literacy.
During the course of schooling, it is common for further standardised tests to
be
administered intermittently to check on the student's progress in such basic
areas as
reading comprehension, reading vocabulary, mathematics and listening
comprehension.
The standardised tests currently available or in use in schools are deficient
in several
ways.
Standardised tests are usually aimed at obtaining an overall "score" for a
particular skill
such as reading comprehension, writing, or mathematics for example. Such a
general
score does not recognise that a broad skill such as reading comprehension, for
example,
requires a student to exercise several specific sub-skills or cognitive
functions. In many
cases, two children may attain the same "score" on these tests but for
different reasons.
In other words, the two children may have different strengths and weaknesses
amongst
the cognitive functions making up the overall skill or subject tested but this
will not be
identified by the test results. Often it is difficult for schools and teachers
in particular, to
obtain any useful information about the particular strengths and weaknesses of
a
particular student or indeed their class groups as a whole from the
standardised tests
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currently in use. They do not allow teachers to trace the progress of their
students in any
detailed or meaningful way or identify particular areas of difficulty for
their own students
in order to target those areas in the future.
Furthermore, the results of such tests are interpreted by comparing them to a
national
"average" and do not allow teachers to compare the progress of their students
directly to
other groups of students in similar schools or with similar backgrounds.
In addition, present standardised tests are often the same for whole
countries. They are
not targeted to the specific circumstances of a particular region, school, or
class group. In
some cases, the tests may even be imported from overseas and therefore are not
even well
related to the local curriculum.
It would be desirable to provide a method of student assessment which is both
standardised and which may be directed to relevant local curriculum and
circumstances.
It would also be desirable to have a method of student assessment that is
customisable
according to teaching requirements and/or a particular school environment.
It would also be desirable to provide a means of interpreting and reporting
the results of
standardised assessment in a way that is meaningful to teachers, parents and
students in
terms of local environment, circumstances, student background and/or the
school or other
student relevant variables.
SUMMARY OF INVENTION
In broad terms in one form the system provides a method of student assessment
comprising the steps of: analysing a curriculum into one or more curriculum
functions;
for one or more students storing a student profile in computer memory; storing
in
computer memory one or more test items for the curnculum comprising a test
question
and at least one curriculum function indicator, wherein each test question is
calibrated to
assess performance in at least one curriculum function of the curriculum and
the
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curriculum function indicator represents the at least one curriculum functions
assessed by
the test question; obtaining from a user a test specification comprising one
or more
curriculum function indicators; generating a test comprising one or more
question items
selected and retrieved from data memory in accordance with the test
specification;
administering the test to one or more candidate students; for each student
that took the
test determining one or more scores for each question item in the test;
storing each score
in the relevant student profile together with a reference to the corresponding
question
item; and generating a report for one or more of the candidate students
indicating
performance levels for one or more of the curriculum functions tested.
In broad terms in another form the invention provides a student assessment
system
comprising a student profile for one or more students; a test item bank
comprising a
plurality of test items, each test item comprising a test question and at
least one
curriculum function indicator wherein the question item is calibrated to the
at least one
curriculum function indicated by the at least one curriculum function
indicator; a test
generator configured to: a) receive test specification data comprising one or
more
curriculum function indicators; b) select and retrieve one or more test items
from
computer memory according to the test specification; and c) assemble the
selected test
items) into a test, and a report generator configured to: a) receive result
data comprising
a score for each student that took the test generated by the test generator
for each test item
in the test and store the result data in a corresponding student profile; and
b) generate a
report for one or more of the students that took the test generated by the
test generator
indicating performance levels for one or more of the curriculum functions
tested by the
test items.
In broad terms in yet another form the invention provides a student assessment
computer
program comprising a student profile maintained in computer memory for one or
more
students; one or more test items for the curriculum maintained in a computer
memory
comprising a test question and at least one curriculum function indicator,
wherein each
test question is calibrated to assess performance in at least one curriculum
function of the
curriculum and the curriculum function indicator represents the at least one
curriculum
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functions assessed by the test question; a test generator configured to a)
receive test
specification data comprising one or more curriculum function indicators; b)
select and
retrieve one or more test items from computer memory according to the test
specification;
and c)assemble the selected test items) into a test, and a report generator
configured to a)
receive result data comprising a score for each student that took the test
generated by the
test generator for each test item in the test and store the result data in a
corresponding
student profile; and b) generate a report for one or more of the students that
took the test
generated by the test generator indicating performance levels for one or more
of the
curriculum functions tested by the test items.
BRIEF DESCRIPTION OF THE FIGURES
Preferred forms of the method system and computer program for student
assessment will
now be described with reference to the accompanying figures in which:
Figure 1 shows a block diagram of a system in which one form of the invention
may be
implemented;
Figure 2 shows the preferred system architecture of hardware on which the
present
invention may be implemented;
Figure 3 shows some of the data which may be stored to implement the
invention;
Figure 4 shows a flow diagram of the basic steps in the methodology of the
invention;
Figure 5 shows a possible division of a curriculum into curriculum levels;
Figure 6 shows a further subdivision of a curriculum into curriculum levels
set out in
table format;
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Figure ? shows an item characteristic curve from Item Response Theory;
Figure 8 shows an item information curve from Item Response Theory;
Figure 9 is a diagram illustrating an example curriculum map for a Reading
curriculum;
Figure 10 is a diagram illustrating an example curriculum map for a
Mathematics
curriculum;
Figure 11 is a diagram illustrating an example curriculum map for a Writing
curriculum;
Figure 12 shows a sub-division of the Reading curriculum into sub-functions;
Figure 13 shows one basic form of a preferred user interface for the main menu
of the
invention;
Figure 14 shows one basic form of a preferred user interface for entering or
maintaining
school data;
Figure 15 shows one basic form of a preferred user interface for entering or
maintaining
class data;
Figure 16 shows one basic form of a preferred user interface for entering or
maintaining
student data;
Figure 1? shows one basic form of a preferred user interface for entering test
specification data;
Figure 18 shows one basic form of a preferred user interface for entering test
specification data;
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Figure 19 shows one basic form of a preferred user interface for entering test
specification data;
Figure 20 shows one basic form of a preferred user interface for entering test
specification data;
Figure 21 shows one basic form of a preferred user interface for entering test
specification data;
Figure 22 shows a flow diagram of one preferred method of generating a test;
Figure 23 shows a flow diagram of one preferred method of selecting testlets
and test
items for inclusion in a test;
Figure 24 shows one form of a preferred user interface for managing tests;
Figure 25 shows a portion of a preferred form of a test generated according to
the
invention;
Figure 26 shows a portion of a preferred form of a test generated according to
the
invention;
Figure 27 shows a portion of a preferred form of a test generated according to
the
invention;
Figure 28 shows a portion of a preferred form of a test generated according to
the
invention;
Figure 29 shows a portion of a preferred form of a test generated according to
the
invention;
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Figure 30 shows a portion of a preferred form of a test generated according to
the
invention;
Figure 31 shows a portion of a possible scoring guide for a Writing test
generated
according to the invention;
Figure 32 shows a portion of a possible scoring guide for a Writing test
generated
according to the invention;
Figure 33 shows a portion of a possible scoring guide for a Writing test
generated
according to the invention;
Figure 34 shows a portion of a possible scoring guide for a Writing test
generated
according to the invention;
Figure 35 shows one basic form of a preferred user interface for entering
student scores;
Figure 36 shows one basic form of a preferred user interface for entering
student scores;
Figure 37 shows one basic form of a preferred user interface for generating
reports in
accordance with the invention;
Figure 38 shows one basic preferred form of a report generated by the
invention;
Figure 39 shows one basic form of a preferred user interface for targeting
comparisons in
a report generated by the invention;
Figure 40 shows one basic preferred form of a report generated by the
invention;
Figure 41 shows one basic preferred form of a report generated by the
invention;
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Figure 42 shows one basic preferred form of a report generated by the
invention.
DETAILED DESCRIPTION OF PREFERRED FORMS
Figure 1 illustrates a block diagram of a preferred system 100 in which one
form of the
present invention may be implemented.
In its most preferred form the invention is implemented on a personal computer
or
workstation operating under the control of appropriate operating and
application software
having a data memory 160 connected to a server or workstation 150. The
combination of
these preferred elements is indicated at 105.
Data memory 160 may store all local data for the method system and computer
program
of the invention.
An alternative is that the system 100 include one or more clients 110, for
example 110A,
1 IOB, 110C, 1 IOD, 1 l0E and 1 IOF, which each may comprise a personal
computer or
workstation described below. Each client 110 is interfaced to 105 as shown in
Figure 1.
Each client could be connected directly to the invention at 105, could be
connected
through a local area network or LAN, or could be connected through the
Internet.
Clients 1 l0A and 1 lOB for example are connected to the network 120, such as
a local
area network or LAN. The network 120 could be connected to a suitable network
server
125 and communicate with the invention as shown. Client 110C is shown
connected
directly to the invention 105. Clients 110D, 1 l0E and 1 lOF are shown
connected to the
Internet 130. Client 110D is shown as connected to the Internet 130 with the
dial-up
connection and clients 1 l0E and 110F are shown connected to a network 140
such as a
local area network or LAN with the network 140 connected to suitable network
server
145.
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It will be appreciated that a client 110 may be connected to the invention at
105 directly,
via a network or via the Internet 130 by any available means such as, for
example,
wireless or cable. In this preferred form, the data and software for
performing the
invention may be distributed across clients 110 and the invention 105.
In either embodiment, the invention may also access remote resources 180 via
the
Internet 130 which may then be used in conjunction with the invention.
Figure 2 shows the preferred system architecture of a personal computer,
workstation, or
server such as 110 or 150. The computer system 200 typically comprises a
central
processor 202, a main memory 204, for example RAM, and an inputloutput
controller
206. The computer system 200 may also comprise peripherals such as a keyboard
208, a
pointing device 210, for example a mouse, touchpad, or trackball, a display or
screen
device 212, a mass storage memory 214, for example a hard disk, floppy disk or
optical
disc and an output device 216 such as a printer. The system 200 could also
include a
network interface card or controller 218 and/or a modem 220. The individual
components of the system 200 could communicate through a system bus 222.
The invention is primarily embodied in the methodology set out below both by
itself and
as implemented through computing resources as the preferred resources set out
in figures
1 and 2, by way of example. The invention is also embodied in the software
used to
implement the methodology and in any system comprising a combination of
hardware
and software used to implement the methodology.
The invention may be used or applied in conjunction with any curriculum but is
described
in this specification, by way of example only, in relation to Reading,
Writing, and
Mathematics curricula in particular.
In its most basic embodiment the invention allows a user to create tests for
customisable
standardised assessment, manage and administer such tests, and manage and
review
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student data, particularly data related to the results attained by students
when they take
the tests generated by the invention.
Figure 3 illustrates some of the data that may be stored in system 100 at 160
or any other
appropriate place on the system in order to carry out the functions mentioned
above. The
invention will typically use data relating to individual students 330
including basic
information such as name, age and so on. Student data may in turn be related
to class data
320 representing information about the class groups in which they study.
Student data
may also be related to school data 310 representing information about the
school the
student attends. Data about students may be referred to as a student profile
and may
incorporate by reference relevant class data and school data. School, class
and student
data may be stored in a relational database or in any other appropriate form.
The invention will also require one or more test item banks 340 comprising
test items that
may be incorporated into a test. The invention may also make use of
Representative
Sample Performance Data 350 to provide externally referenced comparative
performance
data for the generation of reports.
The invention will also rely on program code comprising implementation methods
for
carrying out the methodology of the invention.
Figure 4 is a flow diagram of the basic steps in implementing the methodology
of the
invention.
As shown in Figure 3 the invention needs at least one bank of test items 340
stored in
system 100 or accessible via system 100. Each bank of test items will be
targeted to a
particular subject or learning objective to be assessed. For example there may
be a
Reading item bank, a Writing item bank, and a Mathematics item bank.
For an appropriate bank of test items to be devised the curricula of interest
must first be
analysed into curriculum functions and preferably curriculum levels as
described below
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and shown at 410 in Figure 4. Then test items must be devised and calibrated
onto the
curriculum functions and preferably the curriculum levels that have been
identified as
shown at 420 in Figure 4.
Individual test items are likely to comprise a test question, a scoring guide,
reference to
the level of difficulty of the question (a curriculum level indicator),
reference to the
curriculum function assessed by the question (a curriculum function
indicator), and
reference to any additional materials that are necessary to complete the
question item
such as a text in the case of a reading question item for example. A group of
related test
items may be referred to as a testlet and is described in more detail further
below.
The items of each item bank may be associated with one or more curriculum
levels as
described below.
It is common for national education authorities to provide guidelines,
especially in such
fundamental curricula as reading, writing, and mathematics, as to the levels
of
achievement expected from students as they progress through their schooling.
These
levels will usually be related in some way to the year or grade a student has
reached in
their schooling.
The grade or year of study of a student may be referred to using different
classifications
and nomenclature depending on the education system of the country in which the
invention is used. Throughout the specification it will be assumed that the
average
student completes 13 years of schooling between the time they enter the school
system at
the age of 5 or 6 and the time they graduate high school. Grades of study will
be referred
to generically as Years 1 to 13 throughout the specification.
Figure 5 is a diagram showing the levels of achievement or progress 510
expected from
students in fundamental curricula at each grade 520 as specified by the New
Zealand
Ministry of Education Curriculum Framework. Particular learning benchmarks
defining
student progress and development within a curriculum will usually be specified
for each
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curriculum level in the relevant curriculum statements issued by local state
educational
authorities.
Such state-provided guidelines which divide curricula into curriculum levels
are a useful
starting point in designing an assessment tool to track student progress and
development
and such guidelines should be referred to when implementing the methodology of
the
invention whenever possible. However the levels set out in such guidelines may
be too
broad to track student progress in any detail, as is the case with the
curriculum levels
shown in Figure 5.
Under the guidelines in Figure 5, students are expected to take two years to
progress
through one level of the curriculum which provides an extremely broad measure
of
student progress. For the purposes of the invention it is preferred that
overly broad
curriculum level definitions be further sub-divided. The analysis necessary
for this work
should be done by qualified professionals with some experience of the
curriculum levels
defined for any particular country in which the invention is to be used.
It is further preferred that for the purposes of the invention any overlap
between
curriculum levels should be eliminated wherever possible. In this way the
curriculum
levels defined will form a single achievement proficiency continuum.
By way of example, the curriculum levels illustrated in Figure 5 may be
subdivided as
shown in Figure 6. Figure 6 illustrates in particular the sub-division of
levels two to four
of the New Zealand curriculum levels. The specification will have reference
throughout
to levels 2 to 4 of the New Zealand curriculum by way of example only. Any
obvious
adaptation of the methodology to other grades and curriculum levels of any
curricula are
encompassed by the invention.
Where the sub-division of curriculum levels is necessary, such subdivisions
should
preferably be referred to by names that indicate progression. In this case
each level has
been divided into three sub-levels. The sub-level that defines early stages of
development
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within a curriculum level is referred to as Basic, the sub-level that defines
middle stages
of development within a curriculum level is referred to as Proficient, and the
sub-level
that refers to late stages of development within a curriculum level is
referred to as
Advanced as indicated in column 620 of the table in Figure 6.
The curriculum levels so divided may be referred to by the short-hand codes
shown in
column 630. For example level three basic may be referred to as 3B, level
three proficient
may be referred to as 3P, and level three advanced may be referred to as 3A.
Test items categorised into a particular curriculum level may be sub-
categorised as basic
if they require partial mastery of knowledge and skills that are fundamental
to performing
tasks at the level in which the test item is categorised.
Test items categorised into a particular curriculum level may be sub-
categorised as
Proficient if they are items that are simple applications of the knowledge and
skills that
are fundamental to performing tasks at the level in which the test item is
categorised.
Test items categorised into a particular curriculum level may be sub-
categorised as
Advanced if they are difficult applications of the knowledge and skills
fundamental to
performing tasks at the level in which the test item is categorised.
Locally accepted curnculum levels may be sub-divided into more or fewer sub-
levels as
is most advantageous for implementing the methodology of the invention.
Question items devised for use with the invention and then stored in each item
bank are
preferably calibrated onto the achievement proficiency continuum provided by
the
curnculum levels and sub-levels, using Item Response Theory models.
Item Response Theory is the study of test and item scores based on assumptions
concerning the mathematical relationship between student abilities and student
responses
to question items.
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In Item Response Theory student ability (8) is measured in logits (log-odds
units). At
each ability level, there will be a certain probability that a student with
that ability will
give a correct answer to the item. One logit is the increase in the ability
variable that
increases the odds of the examinee giving a correct answer by a factor of
2.718 (or "e")
the base of natural logarithms. All logits are the same length with respect to
this change
in the odds of a correct answer.
P(8) is the Item Characteristic Function and defines the probability that a
student will
give a correct response to a question item as a function of the students
ability in logits (8).
Figure 7 shows a typical Item Characteristic Curve. Each item in a test will
have its own
Item Characteristic Curve.
There are various models for this function. The preferred model for the
present invention
is formulated by the following equation:
p(e) = exp(e - br )
1+exp(9-b;)
Where b; denotes the difficulty of the question item i and 8 is the ability
variable as
described above. The primary importance of the Item Characteristic Function in
the
present invention is in the derivation of a function that will define the
information that
can be derived from a particular item and ultimately a particular test made up
of one or
more items.
An important feature of IRT models is the concept that item information is the
reciprocal
of the standard error of measurement. Items with a low standard error will
give greater
information and vice versa. In other words, the reciprocal of the precision
with which
ability can be estimated from an item defines the amount of information about
student
abilities that can be derived from that item. If the amount of information for
an item is
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large, then a student whose true ability is at the level of the item can be
estimated with
precision. If on the other hand the amount of information for an item is
small, then ability
cannot be estimated with precision from that item and responses to the item
will be
scattered about the true ability.
Using the appropriate formula, the amount of information can be computed for
each
ability level on the ability scale. An example curve that plots the amount of
information
against ability is shown in Figure 8.
In the example curve shown in Figure 8, the amount of information has a
maximum at an
ability level of -1.0 at about 5. At this maximum, ability is estimated with
some
precision, while outside the maximum the amount of information decreases
rapidly.
Clearly an item information curve with a sharp maximum at a very high value of
I would
be preferred for estimating ability from a particular item.
In Item Response Theory each item of a test should ideally measure a
particular
underlying trait or ability. As a result the amount of information I based
upon a single
item, can be computed at any ability level and is denoted by I;(A), where i
indexes the
item.
An item measures ability with greatest precision at the ability level
corresponding to the
item's difficulty parameter.
The ability levels used in the exemplary embodiments of the invention as
described in
this specification focus the question items on twenty ability levels spread
evenly slightly
beyond the 2b-4a range described above, by way of example only.
For the preferred model for the invention an item information function can be
estimated
using the following equation:
I;(9)=P,(9)[1-P(9)]
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For some curncula, such as writing for example, where assessment questions are
by their
nature open-ended, the same question item may be appropriate for a reasonably
broad
range of curriculum levels. In such cases the level of achievement attained by
a student
will have to be judged more specifically through the scoring process and the
particular
achievement levels must be clearly defined in a scoring guide for the question
item.
Test items devised for use with the invention for each curriculum are also
calibrated and
categorised according to curriculum functions. Curriculum functions define
particular
knowledge, skills and/or cognitive functions that are fundamental to a
curriculum. The
process of identifying the fundamental skills, knowledge and cognitive
functions that
make up a curriculum may be referred to as "curriculum mapping" because, as
the name
suggests, the subject curriculum is mapped according to the "rich ideas" that
underlie the
curriculum. Each test item devised for use with the invention should be
capable of testing
performance in a single curriculum function and will therefore be associated
with a
curriculum function indicator that identifies the curriculum function tested
by that item.
The particular curriculum map used for a curriculum to implement the present
invention
will be dependent on local factors such as the emphasis placed on different
aspects of the
curriculum by local educational authorities. In addition, curriculum maps may
become
more complex as students progress to the upper levels of the curriculum and
more
specialised skills are expected.
A curriculum map may focus on identifying the particular skills and mental
processes
used in a curriculum but it may also focus on distinctions between surface
objectives and
deeper meaning-making cognitive processes. In the context of a Writing
curriculum, for
example, surface features may include, spelling and grammar, while deeper
features may
include narrating, explaining or persuading.
Figure 9 shows one possible result of mapping the New Zealand Reading
curriculum for
curriculum levels two to four. The main curriculum functions identified are
Finding
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Information 910, Knowledge 920, Understanding 930, Connections 940, Inference
950,
and Surface Features 960.
Figure 10 shows one possible result of mapping the New Zealand Mathematics
curriculum for levels two to four. The curriculum functions identified include
Number
Knowledge 1010, Geometric Knowledge 1020, Number Operations 1030, Patterns in
Numbers 1040, Measurement 1050, Geometric Operations 1060, Probability 1070,
and
Statistics 1080.
Figure 11 shows one possible result of mapping the New Zealand Writing
curriculum.
The curriculum functions involved in the Writing curriculum have been analysed
and
defined primarily according to the purpose of any given text. Curriculum
functions
identified include Narrate 1110, Recount 1120, Surface Features 1130, Instruct
1140,
Describe 1150, Explain 1160, and Persuade 1170.
Each curriculum function may be logically made up of a number of sub-functions
or
performance objectives within each curnculum function.
By way of example, the reading curriculum functions identified in Figure 9 may
be made
up of the sub-functions set out below for curriculum levels 2 to 3.
Finding Information
Find, select & retrieve information
Skim/scan for information
Note take in a variety of ways
Use dictionary, thesaurus, and atlas
Identify fiction & non-fiction texts
Knowledge
Knowledge of vocabulary
Knowledge of poetic & figurative language
Knowledge of semantic, syntactic & visual grapho-phonic cues
Knowledge of strategies to solve unknown words & gain meaning
Knowledge of publishing conventions
Understanding
Consistently read for meaning
Understanding / identification of main ideas
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Understanding of detail to support main ideas
Use understandings & information
Question to clarify meaning
Discuss texts & identify aspects
Connections
Compare similarities & differences within & between texts
Make links between aspects of text
Make use of prior knowledge
Understand & organise or sequence material
Empathise with characters & situations
Make links between verbal & visual information
Inference
Explore author's purpose & question intent
Make inferences
Read critically for: bias, stereotyping & propaganda
Predict possible outcomes
Identify and discuss purposes of text
Surface Features
Grammar
Identify word classes
Use grammatically correct structures
Identify features or characteristics of text
Punctuation
Spelling
By way of a further example, the mathematics curriculum functions identified
in Figure
10 may be made up of the sub-functions set out below for curriculum levels 2
to 4.
Number Knowledge
Read, explain, and order whole numbers
Explain negative numbers
Explain and evaluate powers
Explain meaning of digits & order numbers to 3 decimal places
Number Operations
Recall and user addition/subtraction/multiplication facts
Add, subtract, multiply, divide whole numbers
Use and solve simple linear equations
Use, sketch, and interpret graphs
Write and solve story and practical problems with whole numbers
Make and check sensible estimates
Use, find and express fractions or percentages or decimals of a whole
Write and solve story and practical problems with decimals, fractions
Find and convert equivalent fractions-decimals-percentages
Patterns in Numbers / Pre-Algebra
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Continue, describe, find, and make up rules for number and spatial patterns
Use rules to predict patterns
Solve simple linear equations
Knowledge of order of operation convention
Measurement
Describe, draw, specify and interpret position with direction, distance, scale
maps,
bearings or grid references
Measure and estimate units of length, mass, volume, area, temperature,
capacity
Measure and read units and scales to nearest gradation
Read and convert digital and analogue clocks
Perform time calculation with 12 and 24 hour clocks
Know units of time
Read, interpret and construct time statements, scales, tables and charts
Geometric Knowledge
Name and describe features of 2D and 3D objects
Calculate perimeter, area, volume
Describe symmetries
Identify clockwise, anticlockwise, quarter, and half turns
Know about simple angles including 90° (right-angle) and 180°,
30°, 45°, and 60°
Geometric Operations
Create, describe, and design geometric patterns with translation, reflection,
and
rotation
Enlarge or reduce 2D objects
Make turns
Use protractor to measure angles
Make, model, construct, draw, name and describe 2D and 3D shapes
Design and make containers or nets for simple polyhedrons
Probability
Plan investigations and collect appropriate data
Predict events by likelihood
Compare, count, and diagram possible outcomes
Assign, predict probabilities and frequencies of events
Estimate frequencies and mark on scale
Statistics
Plan investigation and collect data
Collect, display data
Choose and construct data displays
Design and user simple scales
Discuss and report distinctive features of data displays
Make and evaluate statements about and interpretations of data
Such sub-functions will be naturally present in all curriculum functions that
are broad
enough to be used as a basis for focussed assessment. Sub-functions are even
more
specific to local curricula than curnculum functions and are therefore
preferably analysed
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CA 02427786 2003-05-02
independently in each country of use. Curriculum sub-functions will also be
highly
dependent on the nature of the curriculum functions defined.
For example, sub-functions for each of the writing curriculum functions
outlined above
may be the same in some cases due to the nature of the writing curnculum
functions and,
in particular, the way the functions have been determined by the purpose of
the text.
Figure 12 is a diagram illustrating one preferred analysis of each Writing
curriculum
function described above into sub-functions. In this analysis, each curriculum
function
will contain sub-functions related to rhetorical features 1210, the text
itself 1220, and
conventions 1230 such as grammar, spelling, and punctuation. Rhetorical
features may
include awareness of context; purpose; and the audience. Sub-functions related
to the text
itself may include text structure; content inclusion; and language resources.
Rhetorical
and Text features will be different for each curriculum function, while
features of
Convention such as grammar, spelling, and punctuation will be identical for
each
function.
Data identifying the sub-function tested by a question item may also be
associated with
each question item in an item bank where appropriate.
For curricula requiring open-ended assessment questions such as writing for
example,
clear identification of the sub-functions being assessed in the scoring guide
for the
question item may be essential in order to obtain meaningful results from the
assessment
test.
In addition to the test item data the invention may require some data about
the students
who are candidates for the tests generated by the invention 330. The step of
acquiring this
data will typically be carried out at the school where the students study via
software
embodying the methodology of the invention and is shown at step 430 in Figure
4.
Figure 13 shows, by way of example, a basic user interface that may be used to
access the
functionality of the invention. From the welcome screen shown in Figure 13 the
user
CA 02427786 2003-05-02
may, for example, choose to access student data by clicking on or otherwise
selecting the
student data button 1310.
If the invention is being used for the first time by the particular user it
may be necessary
to enter school, class, and student details to set up the system for use. If
this is the case
the invention may automatically provide the user with an appropriate interface
with
prompts in order to do this.
Figure 14 shows an example of such an interface. In this example the user is
prompted
first for data about the school in which the invention is to be used.
Information about the
school is particularly useful for making full use of some of the reporting
functions of the
invention described later in the methodology. Data that may be useful in this
respect
includes such factors as the size of the school, the school decile rating, the
proportion of
minority students who attend the school, school type, for example public or
private, the
geographic location of the school, and location type for example, urban or
rural.
In the context of this specification 'decile rating' refers to the most
prevalent socio-
economic conditions of the students at a school as measured on a scale of one
to ten.
Data for state schools about which authorities have detailed information and
statistics,
including the type of information mentioned above, may already be present in
the system
100 if the information is freely available and may therefore be pre-entered.
If the user is
preparing assessments for students at a school that is already entered into
the system, the
user may simply select the appropriate school from a list 1410 as shown in
Figure 14.
If relevant information about the school is not on the system 100, the user
may be asked
to enter the name of the school and select a description or a series of
attributes that best
describes the school from one or more lists, for example, 1420.
Once the school data has been entered as shown in Figure 14, the user may be
prompted
for data relating to the class within the school whose members are to be
assessed as
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CA 02427786 2003-05-02
shown in Figure 15. This data may be limited to simply the name or designation
of the
class or may, particularly in the case of special purpose classes, also
include information
such as any special needs of the students of that class for example, that the
students are
not native speakers of the language of instruction at the school.
Once school and class data has been entered the user may enter student data
for each
school and class entered.
Figure 16 shows one possible data interface configured to allow a user to
enter important
data about a student into the system 100. The information stored in the system
about a
student may be referred to as a student profile, as described above and will
include
reference to relevant school and class data.
Relevant information stored in the student profile will include such basics as
the student's
ID number (if applicable) 1610, first name 1620, last name 1630, and school
Grade 1650.
The student profile will preferably also include the student's gender 1640,
ethnicity 1670,
and whether the student speaks the language of instruction or another language
at home
1660. In the example shown, English is the language of instruction at the
school.
Other information accessible in the student profile may include class
membership
information as shown at 1680 and information regarding the assessment tests
already
administered to the student as shown at 1690. More detailed information about
the scores
obtained by the student in the assessments will also be stored in the student
profile which
may be accessible by selecting an assessment from list 1690.
It is envisaged that some or all of the school, class, and student data may be
imported into
system 100 directly from the school's administration databases and software.
In this case,
the data will not have to be entered manually as shown in Figures 14, 15, and
16.
Figure 17 shows an example user interface that may be presented to a user when
they
select the create test option 1320 from the welcome screen shown in Figure 13.
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The user is asked to select a curriculum for the test at 1720. In this
example, the user has
selected Reading. In some cases, especially where curricula are related as is
the case with
Reading and Writing for example; the user may be able to specify more than one
curriculum to be included in the assessment test.
The user is also asked to name the test at 1710. Although not shown in Figure
17, the user
may also be asked to specify the Grade to which the assessment will be
administered. In
this case the target Grade is Year 6.
In the case where only one curriculum is to be included in the test the user
may then be
asked to specify which curriculum functions within the specified curriculum
they would
like to focus on as shown in Figure 18 for the Reading curriculum.
If more than one curriculum is to be included in a test the user will be first
asked to
specify a weighting for each curriculum indicating the proportion of the
assessment test
to be dedicated to that curriculum. The user will then be asked to specify the
curriculum
functions to be included for each curriculum individually.
As shown in Figure 18, the user may specify the number of question items they
would
like to include in the assessment test by moving a slider tab, for example,
1810 for each
curriculum level to a position on a slider, for example 1820, between "very
few/none"
and "most" as shown. This amounts to providing a proportional weighting
indicating the
extent to which each curriculum function should be assessed in the test.
In a particularly preferred embodiment the number of curriculum functions that
a user can
select for assessment will be limited to a reasonably small number so that the
assessment
may be focussed accurately and so that the results will be meaningful. In the
example
shown the user is limited to three curriculum functions for each assessment
test.
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CA 02427786 2003-05-02
Figure 19 shows another example interface for entering curriculum functions,
this time
for the example Writing curriculum. In a preferred embodiment only one
curriculum
function may be included in a test for the Writing curriculum as shown.
Figure 20 shows an example interface for entering curriculum functions for an
assessment for the Mathematics curriculum. As with the example for Reading
shown in
Figure 18, the user is encouraged to select only three curriculum functions
for a single
test and may weight the functions by moving a slider to indicate the user
preference for
the proportion of questions for each curnculum function.
Once the curriculum functions for an assessment test and the preferred
weightings for
each function within the test have been set, the user may be asked to give a
provisional
assessment of the curriculum levels at which the students to be assessed are
functioning.
An example interface for this is illustrated in Figure 21. If the test is for
a Year 6 class as
suggested above, the curriculum levels at which the students in the class are
likely to be
functioning are curriculum levels two to three. The user is asked to estimate
the
proportion of students in the class functioning at each of these levels for
the selected
curriculum(s).
The user may, for example, move a tab 2110, up or down a slider 2120, as
indicated in
Figure 21 to set the class proportions for curriculum levels.
The various criteria entered by a user for a test as shown in Figures 17 to 21
and
described above may be referred to as a test specification. The step of
obtaining a test
specification from a user is shown at 440 in Figure 4.
Once all the necessary data has been received from the user as described
above, the
invention will generate a test by selecting question items from the item
banks) that meet
the criteria for the test as entered by the user. This step is shown at 450 in
Figure 4.
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The process of generating a test is one whereby the invention selects test
items which,
when put together into a test meet as closely as possible the test
specification entered by
the user.
As with the calibration of test items to curriculum levels, the generation of
tests for a
particular curriculum level may be at least partially based on Item Response
theory
models and in particular on Test Information Functions as described below.
Item information provides an indication of item measurement precision from
which items
can be selected into the test on the basis of their information.
Item information curves can be added together to define a Test Information
Function
which is simply the sum of the Item Information Curves for each item included
in the
test. The Test Information Function may be expressed as follows:
n
Ir(e)=~I,(e)~
where I(8) is the amount of test information at an ability level of 8, I~9) is
the amount of
information for item I at ability level 8, and n is the number of items in the
test.
Clearly the Information Functions for items and particularly tests can equally
be used to
define targets as to what information the items in the test and the test
itself should ideally
provide. Therefore the test specification can be rendered as a Target Test
Information
Function and the curve of the Target Test Information Function compared with
the Test
Information Function of any test that is generated to determine whether the
test generated
meets the test specification.
The present invention is capable of producing a test whose information curve
is as close
as possible to the Target Test Information Curve while also conforming to one
or more
CA 02427786 2003-05-02
practical constraints such as test time constraints, target curriculum
function constraints,
item usage constraints and so on.
Each test has one or more target attributes as captured in the test
specification. An
attribute might be Content (Curriculum function(s)), Difficulty (curriculum
level(s)),
Surface, Deep, Usage, or Open-ended. Each attribute defines the proportion of
items to be
included in the test with particular characteristics.
In order to generate a solution the structure of the item bank needs to be
considered. The
preferred structure of the item bank of the invention is a composition of set-
based items
(or testlets). That is, groups of items may be linked to a common stimulus and
as a result
are set-bound. For example, a number of comprehension questions may be linked
to a
single reading text. The implication is that if certain items are selected
then the associated
stimulus should also be selected, or vice versa.
The item bank of the invention therefore effectively comprises a plurality of
testlets, each
testlet being associated with a number of items that could potentially be
included in the
testlet. One or more of the items will form the core of the testlet (the
stimulus item for
example) and must be included in the testlet if it is to be used. Non-core
associated items
may also be added to the testlet but are not essential for the testlet to
function.
Several preferred methods for implementing the method, system and computer
program
of the invention are described below. It will be understood that alterations
and
alternatives with the same effect may be used without departing from the
preferred
embodiments of the invention.
As previously described, a user may enter a plurality of preferred attributes
of the test
such as the proportion of questions to be devoted to items targeted to one or
more
curriculum functions or at one or more curriculum levels.
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CA 02427786 2003-05-02
For example, a user may set the content sliders to enter the proportion of
items the user
would like to be directed to particular curriculum functions (content). The
user may also
enter proportion information for difficulty levels as described above. These
values are
referred to as the weight for the attributes. In order to set these weight
values the user
may choose from a number of options for each attribute such as Most, Many,
Some, Few,
and None as described above.
In the underlying implementation the weight values may have numeric
equivalents that
can be used in generating the test. Preferred numeric weight values for the
user-entered
word-based quantifiers are listed below.
Most 90
=
Many =
70
Some =
40
1 S Few 20
=
None =
0
Other attributes that may need to be considered include the number of times an
item has
already been used (usage factor), or whether the test is to include open-ended
questions
(open-ended).
Each attribute of the test specification will need to be quantified
numerically in order to
generate a test that meets all requirements. The target "usage factor" of all
items in the
test is preferably zero by default (ie the item should have never been used
before). The
actual usage factor of an item will be calculated to be the number of times an
item has
been used, up to a maximum value of 4, multiplied by 60.
Upon receiving the test specification the invention may pre-select a number of
testlets
and items that are appropriate to the user inputs in the first instance. It is
envisaged that
testlets as well as items will be flagged to identify their content and
difficulty. It is also
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CA 02427786 2003-05-02
envisaged that all items will have a time attribute that indicates the
projected time
required for a student to complete the item.
For those attributes with user entered weight values such as content and
difficulty, a
lower bound will need to be calculated. For some attributes the lower bound
will be set
by default. For example, the lower bound for item usage is zero as described
above.
Generally the lower bounds for an attribute will be set to be the amount of
time in the test
that should be devoted to items that fulfil the attribute criteria, provided
that this value
never exceeds the total time allowed for the test, and is never less than any
minimum
values that may be set by policy. For example it is preferred that the minimum
number of
items included for any selected curriculum function is five.
Numeric _ values are derived for the 20 ability levels from ability levels 2a
to 4b
described above.
The Target Test Information Function is then constructed and a value
calculated for the
target information function at each of the 20 _ values using the Information
Function
equation described earlier. Each Target Test Information Function value is
stored
together with its corresponding _ value. These pairs may be referred to as the
"target
pairs".
From this point the basic procedure for the invention is set out in a flow
chart in Figure
22 and is to create an empty solution (a test) 2210, define this solution to
be the best
solution 2220 and then generate a new solution 2250. The new solution is
compared with
the best solution 2260. If the new solution is better than the best solution
the new solution
becomes the new best solution 2270. This procedure is repeated starting at the
point
where a new solution is generated until the termination conditions are met.
Figure 22 is a
flow chart of this procedure.
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A plurality of time limits are defined to assist in determining when the
procedure
described above should terminate or to be modified. The various factors
involved in
deciding when to terminate are described below and may be referred to as
termination
conditions as shown in Figure 22. A maximum and minimum runtime will be
defined for
this purpose.
In between the maximum and minimum runtimes there may be another pre-
determined
time limit after which the working bounds of the attributes are degraded on
each
repetition of the basic procedure described above (2230, 2240).
If the working bounds are to be degraded then for each attribute (except
usage) for which
the lower bound is greater than the sum of the attribute of the best solution,
the working
lower bound of the attribute should be set to be the lower bound of the
attribute
multiplied by the maximum runtime minus the time already elapsed.
The basic procedure will terminate when the minimum runtime has elapsed if the
time
limit after which the working bounds are degraded has not yet passed and the
best
solution is feasible. If this is not achieved then the procedure will
terminate after at least a
pre-determined minimum time has elapsed after the time limit after which the
working
bounds are degraded as long as the best solution is feasible. These time
limits contribute
to the conditions for the procedure illustrated in Figure 22.
One preferred method of generating new solutions is described below. This
method is
illustrated in the flowchart of Figure 23. The first step is to score all the
pre-selected
items in the item bank according to their suitability for the solution for
example
according to usage, content, and difficulty attributes. Items that are already
included in
the solution are excluded from consideration. This step is shown at 2310.
If a pre-defined minimum number of testlets is not yet included in the
solution as
determined at 2320 then each pre-selected testlet is scored according to the
sum of the
scores of its associated items divided by the minimum number of items that
must be
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CA 02427786 2003-05-02
included in the testlet at 2330. The invention will then select one of the top
five scoring
testlets at random 2340.
If the testlet has not been included in the solution as determined at 2350 and
the testlet is
not excluded as determined at 2360 then no items will have been added to it.
In this case
the testlet is added to the solution and the associated core items for the
testlet added to it
2370. Also added to the testlet are the best scoring associated items that are
not core
items that will make up the minimum number of items recommended for a single
testlet.
When a testlet is added to a solution a check should be performed to see
whether the
maximum number of testlets for the test has been reached 2380. If the maximum
has been
reached then all testlets that have not already been added to the solution
should be
excluded from future consideration for this solution 2390.
If on the other hand the randomly selected testlet is already populated with
items and is
included in the solution then the invention will add the best non-included
item for that
testlet to the solution 2399.
If the testlet has a sufficient number of testlets for a test as determined at
2320 then the
invention will select one of the best five items at random 2335 and if the
item's testlet is
already included in the solution as determined at 2345 it will simply add the
item to the
testlet 2355 and thus the solution otherwise if the item's associated testlet
has not been
included in the solution and the testlet has not been excluded as determined
at 2365 it will
add and populate the testlet with the necessary items as described above but
including the
randomly selected item 2375.
As above, if a testlet has been added to check is made as to whether the
maximum
number of testlets has already been added 2385, and if it has then all non-
included testlets
are excluded 2395.
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The process of scoring available items and adding items and testlets to the
solution is
repeated until the total amount of time necessary for an examinee to complete
the test
reaches a pre-defined maximum or if the total time for the test is less than
the pre-defined
maximum then the solution generation process will stop either if there are no
more items
to choose from or if the total time fox the test is over a pre-defined minimum
and the
solution is judged to be feasible. These are the remaining termination
conditions for the
process as shown in Figure 23 and are assessed at 2300.
A preferred method of scoring the pre-selected items is set out below. The
first step is to
exclude all items that have already been included in the solution and all
those items that
were not pre-selected. The scoring process should be conducted on each non-
excluded
item in the item bank.
If all the target attributes required for the test are not satisfied then the
initial item score
for each non-excluded item is set to be the value of the usage variable of the
item
multiplied by the weight of the usage attribute. Then for all non-zero
attributes (except
usage) a value equal to the weight of the attribute multiplied by the higher
of zero and the
working lower bound of the attribute is added to the item score.
If the item satisfies both the curriculum function and curriculum level
constraints set by
the user then the score may be multiplied by ten to make it a more attractive
choice for
inclusion.
A preferred method for determining whether an item satisfies the curriculum
function and
curriculum level attributes for a solution is set out below. If all the target
attributes of the
test haven't been satisfied, this is basically a two-part test and the item
must satisfy both
parts of the test for the result to come out true.
The first part of the test will give a true result either if the contents of
the item meets the
unsatisfied curriculum function target attributes or if the there are no
unsatisfied
curriculum function attributes.
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CA 02427786 2003-05-02
The second part of the test will give a true result either if the curriculum
level of the item
meets the unsatisfied curriculum level target attributes or if there are no
unsatisfied
curriculum level attributes.
Alternatively if all target attributes of the test have been satisfied then
the result for the
item will be true if the item's curriculum function corresponds with any
curriculum
function attribute of the test specification and the item curriculum level is
in one of the
selected curriculum levels.
A preferred method of determining the quality of a solution produced by the
invention
follows. Determining the quality of a test solution is basically about finding
the
maximum difference between the Test Information Function of the generated
solution
and that of the ideal "target solution". Ideally, the difference between the
Test
Information Function of the generated solution and that of the target solution
should be
zero. The best of two generated solutions will be the one for which this
difference is the
closest to zero as long as both solutions are feasible. This is the test which
is carried out
at 2260 in Figure 22.
Test Information Function values for the target solution are akeady stored in
the target
pairs described above together with their corresponding _ values.
For each _ in the target pairs the invention calculates a sum of the Item
Information
Functions as set out in the equation above where _ is the _ of the target pair
under
consideration and b is the curriculum level or difficulty of the item. The
absolute value of
the difference between this sum and the Target Information Function value for
that _ in
the target pairs is then added to the maximum difference. The smaller the
maximum
difference value is once all of the target pair _ values have been considered
the better the
solution is considered to be.
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Once a test is generated the user can access the test via an interface as
shown in Figure
24. An interface such as that shown in Figure 24 may be accessed immediately
after the
test is generated by the invention or may be accessed by selecting the manage
tests option
1330 from a main menu such as that shown in Figure 13.
The example interface shown in Figure 24 gives basic information about the
test in the
form of a summary 2410 and gives the user the options of viewing the test
2420, revising
the test 2430, accepting the test 2440, entering student scores from the test
2450, and
generating reports of student performance for the tests 2460. The user may
access these
functions via menu buttons 2420 to 2460 or via icons 2480.
The View Test option 2420 gives the user the opportunity to review the test
generated by
the invention and decide whether the test is appropriate for the target group
of students. If
not, the user may use the revise option 2430 to change any of the criteria
specified for the
test such as those shown in Figures 17 to 21.
It is a particularly preferred aspect of the invention that the user is not
able to hand-select
the items to be included in a test but can only customise the assessment by
providing and
modifying the test specification data. This enables the assessment to remain
impartial and
standardised.
Once the user is satisfied with the test they may elect to accept the test
2440 which is then
entered into the system and prepared to be administered to the students.
In its most preferred form the test will comprise an electronic file made up
of text and
images that may be printed and administered to students as a paper and
pen/pencil test.
Although any appropriate form of administration may be used.
The test as reviewed or printed may contain a summary page as shown in Figure
25 for
the reference of the user administering the test. The summary may contain
basic
information 2510 such as the name of the test, the curriculum to be tested (in
this case
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CA 02427786 2003-05-02
reading) and the date created. The summary may also contain a summary of the
number
of question items selected for each of the curriculum functions as shown at
2520. The
summary may also contain a breakdown of the number of questions aimed at each
curriculum level and sub-level 2530.
The test as reviewed or printed may also contain a scoring guide for the
reference of the
user administering the test such as that shown in Figure 26.
The test may also contain notes for administering the test for the reference
of the user
administering the test.
If the test is the first such test administered to the students they may be
asked to
complete a cover page with some information about themselves. Of particular
usefulness
is information about the ethnicity of each student and whether the student
speaks the
language of instruction - in this case English - or another language at home.
This
information is useful for the later generation of reports and may not
necessarily be
available via school records. Any data obtained in this way should be entered
into the
student profile before any reports are generated.
Even if the students have taken a similar test in the past they may be asked
to rate their
"attitude" to the curriculum subject on a scale from positive to negative
every time they
take a test. This information will allow a user to compare a student's
attitude to a subject
with their progress and achievements.
For some curricula the test may include one or more practice questions so that
the student
can work through and get a feel for the style and requirements of the test.
Sample practice
questions for the Reading curriculum are shown in Figure 27.
Finally, the test will comprise the test questions selected from the item
banks. The test
questions will be automatically formatted to follow each other in a logical
way and to fit
easily onto the pages of the test.
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For a Reading curriculum test several texts such as that shown in Figure 28
may be used.
Typically the test item bank will contain a relatively large number of test
items related to
a single text, each test item focussing on different curriculum functions and
curriculum
levels or in other words, each testlet as defined above with a single stimulus
(in this case
a text) may be related to a large number of items for potential inclusion and
those items
may have different levels of compatibility with the attributes stipulated in
the test
specification. The test items related to a text to be included in a test will
be selected
based on the criteria entered by the user as described above. The invention
will
automatically sequence the selected test items from easy to more difficult and
number
them appropriately. Sample questions for a Year 6 reading test using the text
from Figure
28 are shown in Figure 29.
Test items and texts selected for inclusion in a test for a particular group
of students will
be flagged for that group once the test is accepted by modifying the usage
factor of the
items and testlets. Preference will be given to texts and question items with
lower usage
factors when subsequent tests are generated for that group, as described
above. The same
will be true of other types of test items and supplementary materials
incorporated into
tests for other curricula. For this reason a reasonably large item bank is
recommended for
each curriculum.
Figure 30 shows an example of a test question for a Writing curriculum test.
This test
item may be calibrated to assess the curriculum function "to argue or
persuade". This test
is intended to be administered to a class of Year 6 students.
In an open-ended question like this it is important that the analytic bases
for relevant
curriculum levels for the curriculum function are well defined in the scoring
guide as are
the analytic bases for any curriculum sub-functions. Figure 31 shows an
example page
from a marking guide for the Reading curriculum test shown in Figure 30 aimed
at the
curriculum function "to argue or persuade".
CA 02427786 2003-05-02
Curriculum sub-functions to be evaluated axe listed down the left hand column
3105. The
curriculum sub-functions set out in Figure 31 include Audience awareness and
Purpose
3110, Content and Ideas 3120, and Structure and Organisation 3130. For each of
these
sub-functions the scoring guide sets out the performance expectations for each
of the
most likely levels into which the students in the group will fall namely
curriculum levels
2 to 4. The performance objectives for curriculum level 2 are set out in
column 3140.
Within this level the user must then determine whether the student's level of
achievement
is basic, proficient, or advanced as shown at 3150. The performance objectives
for level
3 are set out in column 3160 and the performance objectives for level 4 are
set out in
column 3170.
Figure 32 shows the section of the example marking guide from Figure 31 for
the
curriculum sub-function "language resources for achieving the purpose" 3210.
Figure 33
shows the section of the example marking guide from Figure 28 for the
curriculum sub-
functions "Grammar", "Spelling", and "Punctuation" from the "Surface Features"
group.
For open-ended questions such as the Writing question illustrated in Figure
30, the
scoring guide may also incorporate a sample answer with example scoring shown.
Such a
sample answer with scoring samples is shown in Figure 34.
After the test has been administered to the students, as shown at 460 in
Figure 4, and
scored according to the scoring guide, the user must enter the scores for each
student into
the system 100. Figure 35 shows an example interface configured to allow a
user to enter
the scores for each student into the system. Scores for each question in the
test should be
entered separately as shown. Where the question was in multiple choice format
the
students answer may be entered directly. The steps of scoring and entering the
scores of a
test into the system 100 are shown at 470 in Figure 4.
Storing the scores for each question separately allows the system to analyse
the results
with regard to the curriculum levels at which the student is performing for
the different
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curriculum functions and which curriculum functions represent a strength for
the student
in that curriculum and which curnculum functions represent a weakness for the
student.
Figure 36 shows a further example interface configured to allow a user to
enter the scores
for an assessment test. This test comprises a writing component and the scores
entered for
that component are based on the levels and sub-levels determined by the user
for each
curriculum sub-function by using a scoring guide such as that shown in Figures
31 to 33.
For example score 3610 in Figure 36 indicates that Sharon Stone is performing
at
curnculum level 4A in her performance of the "Content" curriculum sub-
function.
After the scores for at least one test have been entered the user may access
the reporting
functionality of the invention and generate one or more reports as shown at
480 in Figure
4. The reporting functionality of the invention may be accessible via the
"manage tests"
option 1330 from the welcome screen shown in Figure 13. One example interface
configured to allow a user access to the reporting functionality of the
invention is shown
in Figure 37.
The invention may be configured to produce a number of different reports
including
reports that are externally referenced to data representing the performance of
a
representative sample of comparable students in relation to test items
targeted to
particular curriculum levels and curriculum functions in the same way as the
question
items of the invention. This data may be referred to as representative sample
performance
data 350 and will be stored in the system 100 for immediate access by the
report
generation functions of the invention as shown in Figure 3.
The representative sample performance data is preferably organised so that the
performance data may be extracted and used as a basis for comparisons either
as a whole
or specifically from student groups and schools that meet particular criteria.
For example,
comparative report data may be available specifically from representative
groups and
representative students from schools in particular geographic areas, schools
of a
particular size, schools with a particular proportion of minority students,
urban schools,
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rural schools and schools with a particular decile rating. Results may also be
available
specifically for representative female students, male students, students of a
particular age,
students of a particular ethnicity, students in particular grades, or students
who do not
speak the language of instruction at home for example. Any combination of
school and
students group may also be possible. For example representative data for
female students
in rural schools may be extracted and used as a basis for comparing data from
the results
of a user's own students or for a particular student.
One report that may be generated by the invention is primarily aimed to
provide the user
with comparative and normative information about the results of an assessment
test for a
group of students. This type of report may be referred to as a console report
and may be
accessed by selecting the console report option 3710 from the interface in
Figure 37.
An example console report for a Reading test is shown in Figure 38. The report
shows the
name of the test being reported 3850, the class group that took the test 3860,
and the date
of the test 3840. This basic type of information is common to most of the
report types.
The report also illustrates the performance of the student group for each of
the curnculum
functions assessed. The curriculum functions may be represented as individual
dials, for
example 3810 for the "finding information" curriculum function and 3820 for
the
"knowledge" curriculum function. However, those curriculum functions that were
not
assessed by the test are greyed out like that for the "finding information"
curriculum
function 3810 for example.
For those curriculum functions that were assessed the in test, the
corresponding dial will
indicate the group achievement levels such as is indicated on the dial for the
"knowledge"
curriculum function 3820. The dials on the example report in Figure 38 start
at 100 and
go to 900. The national norm (or mean) is calibrated to be at 500 on the dial.
Dial 3820
illustrates that the mean achievement for Reading "knowledge" for this group
was 595.
Areas on the dial may be colour coded to emphasise achievement bands.
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The console report may also provide information regarding the attitude of the
students in
the group with regard to a national norm as extracted from the representative
sample
performance data and shown at 3870, the depth of thinking levels for the
students of the
group with regard to a national norm as shown at 3890, and the levels of
achievement for
important curriculum specific goals such as literacy levels for the group with
regard to a
national norm as shown at 3880.
For measurements such as those mentioned above, a bar-type graph may be used
to
indicate the national norm with the coloured area 3825 indicating the levels
for the
national norm and a circle 3805 indicating the mean level for the students in
the group.
Since the levels of the group may cover quite a range, the size of the circle
encircling the
mean score for the group gives an indication of the degree of standard error
of
measurement in the mean score. The mean levels indicated in a group console
report by
their nature are not inclusive of all students in the class.
A console report may also be generated for the results of an individual
student rather than
basing the report on the mean achievement for a whole class or group.
The representative sample of students from which the comparative norms being
used are
taken is indicated at 3830. In this example the achievement of the students in
this group
are being compared to a representative sample group of students in Years 5, 6,
and 7,
across all genders, all ethnicities, students of all native languages,
students from schools
in all locations and schools of all descriptions.
Typically a user will want to compare their students to specific other sub-
groups of
students whose performance is represented in the representative sample
performance
data. If the user wishes to access a more targeted comparative norm the user
may select
the select interaction effects button 3720 from the example interface shown in
Figure 37.
An example interface that may be used to target sub-groups from the
representative
sample performance data is used to provide the comparative norms for the
reports is
shown in Figure 39.
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While the invention could allow the user to target the representative sample
performance
data for a report by focussing on any attribute of the student or class, six
useful attributes
to vary in the comparative report data are illustrated in the example
interface in Figure
39. The number of attributes on which comparisons may be based will be limited
only by
the size of the representative sample of students whose results make up the
representative
sample performance data.
In this example, the user may choose to compare their student or student group
only to
students in the same Grade as shown at 3910, the user may specify that a
comparison be
made only with male or female students or with both as shown at 3920, the user
may
specify that a comparison be made only with students of European descent or
only with
students of another particular ethnicity as shown at 3930. In addition the
user may wish to
compare their student or student group only with native speakers of the
language of
instruction indicated as E@H (English at Home) in this example at 3940, with
non-native
speakers of the language of instruction in this example indicated by LOTS@H
(Language
Other Than English at Home) at 3940 or alternatively with all students in the
representative sample regardless of their native language. The comparative
report data
may also be specified with regard to the location of the school as shown at
3950, or by
simply selecting the option "schools like mine" at 3960 which will
automatically use
comparative report data from schools with similar or identical attributes to
those of the
user's school to form the comparative norm for the report.
Any combination of attributes may be selected to specify an appropriate
representative
sample to serve as the comparative norm for the user's student or class group.
The
invention is not limited to the demographic attributes mentioned above.
Figure 40 illustrates a further type of report based on curnculum function
benchmarks
that may be generated by the invention. This type of report may be referred to
as a
"learning pathways" report and can be generated either for a class group of
students or for
CA 02427786 2003-05-02
an individual student. The "learning pathways" reports may be generated by
selecting the
appropriate buttons) 3730 as shown in Figure 37.
The example "learning pathways" report shown in Figure 40 represents a report
for an
individual student. The information presented in the learning pathways report
is
essentially unique to each student and is not compared to a normative or
standardised
group, although basic comparative information may be shown as at 4060 and
4050.
As shown in Figure 40 the learning pathways report has four main quadrants:
the
Strengths quadrant 4010, the Achieved quadrant 4020, the To Be Achieved
quadrant
4030, and the Gaps quadrant 4040. Inside each quadrant is a list of items
identifying
curriculum functions and curriculum sub-functions assessed in the test. The
actual test
question items that assessed each function and fit into each quadrant are
listed in
parentheses after the name of the function or sub-function.
Items listed in the Strengths quadrant 4010 are items that, given the
student's overall
score in the test, the student would have been expected to answer correctly,
and the
student did. This quadrant may be colour coded green, for example, a colour
with 'go
ahead' connotations to indicate that these are areas where the teacher can
confidently give
the student more challenging work.
Items listed in the Achieved quadrant 4020, are items that, given the
student's overall
score in the test, the student would have been expected to answer incorrectly,
and yet the
student answered correctly. These are items that the student answered
correctly but which
were more difficult than the estimate of the student's ability and demonstrate
a student's
unexpected strengths in a curriculum. This quadrant may be colour coded blue,
for
example.
Items in the To Be Achieved quadrant 4030, are items that, given the student's
overall
score in the test, the student would be expected to answer correctly, and yet
the student
answered incorrectly. These are items that are relatively easy in relation to
the estimate of
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CA 02427786 2003-05-02
the student's ability and yet were answered incorrectly. This quadrant may be
colour-
coded red, for example, to indicate that this is an area that the teacher
needs to investigate
and either eliminate as a concern or address in a remediation plan.
Items in the Gaps quadrant 4040, are items that, given the student's overall
score in the
test, we would have expected the student to answer incorrectly, and the
student did. These
items are beyond the ability level of the student and represent areas in which
the student
still has to achieve and in which it is expected that the teacher will carry
out more
teaching. This quadrant may be colour-coded yellow, for example.
It is possible for the same curriculum feature to appear in more than one
quadrant of a
learning pathways report for a particular student because not all question
items in a test
are of the same difficulty even though they are assessing the same curriculum
function.
For example, in Figure 40 the "knowledge of vocabulary" curriculum sub-
function
appears in the Achieved quadrant 4020 for test items 15, 17, and 25, but
appears in the
Gaps quadrant 4040, for item 3. This suggests that item 3 was of a more
advanced nature
than items 15, 17, and 25. For this reason it is useful to have the specific
test items appear
in the report rather than just the curriculum function and sub-function names.
Figure 41 illustrates a further report type that may be generated by the
invention. This
report type illustrates in the form of one or more graphs the curriculum level
to which
students are performing in each of the curriculum functions tested. If the
user clicks on or
otherwise selects a particular bar in one of the bar graphs they will be
provided with the
names of the students who are located at that level for that curriculum
function. This type
of report may be generated by selecting the curriculum levels tab 3740 from
the example
report generation interface in figure 3 7.
Many other different types of report output are possible based on the test
result data, the
student profile data and the comparative report data including tables, graphs
and any
combination of these. Figures 38 to 40 illustrate various variations on the
reporting
functionality of the invention.
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Reports of the results of students taking the tests generated by the invention
may be used
by a teacher, teaching syndicate, and/or school Principal to identify any
student learning
needs and plan and implement teaching and learning opportunities for
individual students
or whole class groups. Any such plans may be explained to, or discussed with
students,
other teachers, parents/guardians, or appropriate third parties with reference
to the
reports.
Reports generated by the invention that focus on individual progress and
achievement
may be used by students for self evaluation and goal setting. Individual
focussed reports
may also be used by teachers to inform parents and graphically demonstrate
what
students can and cannot yet do. Such reports may also illustrate any progress
made by a
student or group of students over time in any particular areas) of a
curriculum.
The What Next Profile tab 4160 in Figure 41 may generate a very simple type of
report or
profile indicating the mean level at which students in a group are operating
for each of
the curriculum functions tested. An example of such a profile is shown in
Figure 42. As
can be seen from this profile the students of Room 13 are performing at level
3 Proficient
for the Find Information curnculum function, level 3 basic for the Knowledge
curnculum
function and level 3 basic for the Connections curriculum function.
Clicking on any of the circles or buttons in the profile may take the user to
a web site or
other external source 184 that provides teaching resources for a particular
curriculum
function at a particular level. While the level indicators 4210 are a guide as
to the level at
which students in the class are operating for that curriculum function, a user
may wish to
click on buttons one or more levels higher in order to source more challenging
materials
for their students.
The foregoing describes the invention including preferred forms thereof.
Alterations and
modifications as will be obvious to those skilled in the art are intended to
be incorporated
within the scope hereof, as defined by the accompanying claims.
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